School and Behavioral Outcomes among Inner City Children: Five-Year Follow-Up

Autor/inn/en	Kim, Seijeoung; Mazza, Jessica; Zwanziger, Jack; Henry, David
Titel	School and Behavioral Outcomes among Inner City Children: Five-Year Follow-Up
Quelle	In: Urban Education, 49 (2014) 7, S.835-856 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085913501895
Schlagwörter	Urban Areas; Poverty; Children; Neighborhoods; Family Influence; Environmental Influences; Followup Studies; Grade Repetition; Reading Achievement; Mathematics Achievement; Child Behavior; Behavior Problems; Hierarchical Linear Modeling; Regression (Statistics); Elementary School Students; African American Students; Hispanic American Students; Illinois + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Armut; Child; Kind; Kinder; Neighbourhoods; Nachbarschaft; Environmental influence; Umwelteinfluss; Follow-up studies; Kontaktstudium; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Regression; Regressionsanalyse; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Educational achievement is a key determinant of future life chances, but children growing up in poverty tend to do worse by many academic measures. Family, school, and neighborhood contextual characteristics may affect academic outcomes. In an attempt to explore neighborhood and individual-level factors, we performed multilevel analyses to explain child's behavioral problems, repeat grade, average math, and reading scores. Outcome measures were associated with specific neighborhood characteristics, above and beyond the effect of student-/family-level factors. The findings warrant further consideration of ecological interventions aiming to improve academic and behavioral outcomes of children living in poverty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10